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All Journal Jurnal Infinity Journal on Mathematics Education (JME) Union: Jurnal Ilmiah Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Prosiding Simposium Nasional Multidisiplin (SinaMu) EDUCENTER JURNAL PENDIDIKAN Jurnal Infinity STEAM Journal for Elementary School Education
Warsito Warsito
(Scopus ID: 57200720312), Universitas Muhammadiyah Tangerang, Tangerang
Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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PROFILE OF STUDENTS' JUSTIFICATIONS OF MATHEMATICAL ARGUMENTATION Sukirwan Sukirwan; Dedi Muhtadi; Hairul Saleh; Warsito Warsito
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p197-212

Abstract

This study investigates the aspects that influence students' justification of the four types of arguments constructed by students, namely: inductive, algebraic, visual, and perceptual. A grounded theory type qualitative approach was chosen to investigate the emergence of the four types of arguments and how the characteristics of students from each type justify the arguments constructed. Four people from 75 students were involved in the interview after previously getting a test of mathematical argumentation. The results of the study found that three factors influenced students' justification for mathematical arguments, namely: students' understanding of claims, treatment given, and facts found in arguments. Claims influence the way students construct arguments, but facts in arguments are the primary consideration for students in choosing convincing arguments compared to representations. Also, factor treatment turns out to change students' decisions in choosing arguments, and these changes tend to lead to more formal arguments.
Impact of a STEAM-SDGs-Based Virtual Reality Mathematics Learning Model on Students’ Critical Thinking and Creativity Nur Choiro Siregar; Roslinda Rosli; Warsito Warsito; Aris Gumilar
STEAM Journal For Elementary School Education Vol. 2 No. 01 (2026): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.2.01.2026.4

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Sustainable Development Goals (SDGs) in higher education has gained increasing attention as a strategy to foster essential 21st-century competencies. In mathematics learning, the use of Virtual Reality (VR) offers immersive and interactive experiences that may enhance higher-order thinking skills. However, empirical evidence examining the impact of a STEAM-SDGs-based VR learning model on students’ critical thinking and creativity remains limited. This study aims to investigate the effect of a STEAM-SDGs-based VR mathematics learning model on students’ critical thinking and creativity. A quantitative research design was employed. The study collected data through structured questionnaires administered to 100 students at Universitas Muhammadiyah Tangerang. The proposed research model was analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS version 3 to evaluate both measurement and structural models. The findings indicate that the STEAM-SDGs-based VR learning model has a significant positive effect on students' critical thinking and creativity. The immersive VR environment, combined with interdisciplinary STEAM integration and SDGs-oriented problem contexts, contributes to improved analytical reasoning, idea generation, and innovative problem-solving skills. This research provides empirical support for integrating STEAM, the SDGs, and Virtual Reality into mathematics education at the higher education level. The study contributes to the development of innovative, technology-enhanced learning models that promote critical thinking and creativity, offering practical implications for educators and policymakers seeking to strengthen 21st-century competencies in university settings.
The effect of realistic mathematics education (RME) on the improvement of students’ spatial ability in solid geometry Indah Ameliya Fitriani; Warsito Warsito; Ratu Sarah Fauziah Iskandar; Iden Rainal Ihsan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22158

Abstract

This study aims to examine the effect of the Realistic Mathematics Education (RME) approach on students’ spatial ability in learning solid geometry and to identify the improvement in students’ spatial ability after its implementation. RME needs empirical evidence on how contextual tools and digital integration sustain long-term spatial ability. The research employed a mixed-methods approach with a Sequential Explanatory design, consisting of two stages: quantitative and qualitative. The population included all seventh-grade students totaling 98 students, while the sample comprised 65 students divided into an experimental class (33 students) and a control class (32 students). Data were collected using tests and interviews. The test instrument consisted of 10 essay questions that were valid and reliable. The independent samples t-test showed a significant difference (p = 0.022), and the N-Gain score (0.68) indicated a moderate improvement, with significance values of 0.058 for the experimental class and 0.200 for the control class, and were homogeneous with a significance value of 0.929. Qualitative findings from interviews indicated an improvement in students’ spatial ability in solid geometry. Overall, the results demonstrate that the RME approach has a positive effect and contributes to the improvement of students’ spatial ability. The findings confirm that the RME approach significantly enhances students’ spatial ability in solid geometry, demonstrating both statistically significant differences and meaningful learning gains compared to conventional instruction. This study contributes empirical evidence on the effectiveness of integrating contextual and representational learning within RME to systematically develop students’ spatial ability in geometry learning contexts.
Exploration of STEM integration on student achievement in madrasah science competition: Qualitative approach Nur Choiro Siregar; Warsito Warsito; Roslinda Rosli
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18895

Abstract

This study explores the impact of STEM integration on student performance in the Madrasah (school) Science Competition (KSM), focusing on how STEM-based learning enhances academic achievement. The growing importance of STEM education globally emphasizes its potential to improve students' scientific knowledge and critical thinking. Integrating STEM in Madrasah education, mainly through science competitions like the Madrasah Science Competition (KSM), challenges students to apply theoretical knowledge in practical, real-world contexts. Despite the increasing interest in STEM education, researchers have yet to fully understand its specific impact on student performance in KSM, particularly within the context of Islamic schools. Here, we examine how STEM integration affects student achievement in KSM. The research employs a qualitative approach, using thematic analysis to analyze open-ended questioning with students who participated in KSM. The results reveal that STEM integration on student achievement in KSM resulted in (a) scientific inquiry and problem-solving, hands-on experimentation, theoretical knowledge application, (b) use of technology and tools, and resource disparities, (c) increased engagement through STEM, and confidence in problem-solving, (d) limited access to resources, (e) collaborative learning in STEM projects, and team dynamics and support, (f) enhanced scientific understanding, and development of critical thinking skills, (g) improved KSM outcomes, and increased interest in science careers. The implications suggest incorporating STEM into Madrasah curricula can enhance academic achievement and foster critical thinking skills. Future research could explore the long-term impact of STEM integration on broader educational outcomes and investigate ways to scale STEM practices across Madrasah institutions.
ANALYSIS OF THE USE OF AUGMENTED REALITY IN LEARNING MATHEMATICS Warsito Warsito; Fatihah Nanda Kuncara; Bara P. Pradja
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.722

Abstract

The use of textbooks or LKPD as learning media has several limitations, such as students' difficulties in reading and understanding content and a lack of interactivity, which may lead to boredom during the learning process. One promising technological solution to address these challenges is Augmented Reality (AR). This study aims to identify the common mathematical topics, learning models, and objectives frequently examined in research on AR-based mathematics education. The research methodology employed is a literature study, analyzing previous studies related to the integration of AR in mathematics learning. The findings indicate that the most frequently studied mathematical topic in AR-based research is geometry, particularly three-dimensional (3D) shapes, as AR allows students to observe and interact with geometric models more realistically. Additionally, the most commonly implemented learning models in AR-based mathematics education include inquiry-based learning and game-based learning. The impact of AR in mathematics learning includes enhancing student interest and motivation, deepening conceptual understanding, and increasing student engagement in the learning process.
PENGARUH MODEL PEMBELAJARAN OPEN ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS SISWA KELAS V SDN PERUMNAS 3 KOTA TANGERANG Lisa Denanda Putri; Warsito Warsito; Aris Gumilar
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.3978

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa antara yang menggunakan model pembelajaran Open Ended dengan yang menggunakan metode pembelajaran secara konvensional yaitu ceramah. Penelitian ini menggunakan metode penelitian quasi eksperimen dengan desain penelitian Nonequivalent Control Gruop Design. Subjek populasi dalam penelitian ini adalah seluruh siswa kelas V(A) berjumlah 26 siswa dan V(B) berjumlah 27 siswa di SDN Perumnas 3, dengan mengambil sample jenuh yakni semua populasi dijadikan sample berarti sebanyak 53 siswa yang dijadikan sample. Teknik pengumpulan data dengan menggunakan tes kemampuan berpikir kritis siswa yang berbentuk essay sebanyak 10 soal. Pengujian hipotesis pretes menggunakan uji-t, diperoleh thitung = 1,41 < ttabel = 2,00 maka dapat disimpulkan bahwa tidak terdapat perbedaan kemampuan awal berpikir kritis siswa kelas kontrol maupun eksperimen. Sedangkan untuk pengujian hipotesis postes dari uji-t diperoleh thitung = 15 > ttabel = 2,00 maka dapat disimpulkan bahwa terdapat perbedaan kemampuan akhir berpikir kritis siswa kelas kontrol dan kelas eksperimen. Hal ini dapat simpulkan bahwa kemampuan berpikir kritis dengan menggunakan model pembelajaran Open Ended lebih tinggi dibandingkan dengan model konvensional.
Co-Authors Aris Gumilar Bara P. Pradja Dedi Muhtadi Dedi Muhtadi Fatihah Nanda Kuncara Hairul Saleh Hairul Saleh Iden Rainal Ihsan Indah Ameliya Fitriani Lisa Denanda Putri Nur Choiro Siregar Ratu Sarah Fauziah Iskandar Roslinda Rosli Roslinda Rosli Rully Charitas Indra Prahmana Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Yeni Nuraeni Yeni Nuraini